Cc bn than mn, Mnh tri qua mt thi gian vt v vi k thi ieltstarget l 7 cho mi k nng.

May thay, cui cng pass v c mt s kinh nghim ghi li y, mong rng n s gip nhng bn no cng ang vt v! Mnh tri qua 5 k thi , vi kt qu nh sau: 1. K mt: sau khong hn 1 thng ngh vic t hc thi ielts, kt qu ti Vn khong thng 12/2008 l nghe 7, c 7.5, ni 6 v vit 5.5. Overall 6.5 theo hc ti c. 2. K hai: sau hai nm sng ti c, lm 4 hay 5 ngy tun cho cng ty c, luyn thi khong 2 thng c s gip ca mt ngui bn n thi ielts 8.5 n 9 cho mi k nng. Kt qu ngy 20/2/10 nghe 6 ( ), c 7.5, vit 6 v ni 6.5. 3. K ba v t: mnh xin cng ty ngh php hai tun, v VN thi. Kt qu ngy 29/5/10 ti BC nghe 7.5, c 8, vit 6 v ni 7.5. Kt qa ngy 5/6/10 ti IDP nghe 7.5, c 8, vit 7 v ni 6.5 4. K nm: thi ti C, ngy 14/7 kt qu l nghe 7.5, c 9, vit 7 ni 7 Mnh a cc kt qa v mun a cc kin ca ring mnh nh sau: 1. Mnh tin rng thi c c nhiu may ri, vy hy tin bn s may mn. 2. Sau hai nm sng v lm vic c, kh nng nghe ca mnh kh hn rt nhiu, nhng bi thi u tin c im rt t mnh mt skills lm bi thi. Vy nu bn cha h i nc ngoi, hy t tin rng skills l ci luyn c. 3. S d m nh v VN thi l v bn b bo VN c v d hn, c nhiu bn v thi v im ln! Thc s mnh khng tin lm v ngh rng c th sau mt thi gian luyn tch cc, im phi ln thi! Nhng nu khng v Vn thi, c thi mi khng c th mnh s tic sao mnh khng v Vn thi th, do vy v Vn thi. Kt qu thi ca mnh c th l tham kho cho bn no ang nc ngoi tnh v Vn thi. C l khng cn thit u . 4. C mt bn tn Minh cng chia s kinh nghim v k thi IELTS trnmng, bn ni rng nn luyn thi lien tc v thi lien tc vi k lin. Mnh tin rng y l mt kin rt hay. Th nht tht rat hi IELTS l thi k nng, nng v k thut lm bi. Nu bn khng luyn lien tc, bn s qun skills. Th hai, k thi c nhiu may ri, nu bn cn phi qua mt mc im c bit cho mt k nng no th vic thi nhiu k s gip bn gp may, v d nh c k thi vit l chart th d c im cao, nhng c k l process hay maps th im d thp. Hai k thi lin s khng bao gi l hai ci process cho mi k, chc chn s c chart mt trong hai, vy c hi im cao cho bi vit ca bn s cao hn ri. Nhng nu bn cn ci thin im overall,t h nn luyn lien tc nhng mt thi gian hy thi. Di y mnh xin trnh by cc skills mnh c c, mong gip c cc bn t c target bn cn. K NNG C: im c kh cao v n inh, tuy nhin mnh tht s khng c tips trong k nng ny. Reading l t nhin i vi mnh, mnh cng khng c luyn tp my, nn chc phn ny bn no cn nng im reading s khng c gip my. Di y l vi k thut nh mnh lm: 1. c s cc kiu cu hi c nim h hi g: ch c kiu cu hi thi, v d yes/ no/not given hay headings hay in t... Khng cn bit ni dung cu hi. ng tc

ny s gip bn c nim bn cn scanning hay skimming..., ch cho bn nim thi. Ging nh kiu chun b tinh thn cho bn vy.

2. Sau , c tng on ngn, vi cu hay mt paragraph. Hiu on vn ri th bn s cn duyt ht cc cu hi. V d bi c c 13 cu hi, sau khi bn c xong paragraph u, bn duyt 13 cu th s thy bn s tr li c cu 1,2, v 13. Nu bn bt u bng cch c cu hi ri tm coi tr li nm u trong bi vit, bn d b ln ln, v mt hn chng? Vi s tp luyn, vic duyt cc cu hi ny s rt rt nhanh, do vy bn khng mt bao nhiu thi gian. 3. C ln mnh lm qua mt ci , cu hi s 3 chng hn cn in t, t tr li nm trong paragraph 2, nhng t in thch hp th li nm paragraph cui cng. Theo mnh y l kiu kh. 4. Ch spelling cho tht ng. 5. Ch context ca cu, t in phi ng vn phm. C khi t trong bi l adj nhng bn phi chuyn thnh noun thch hp v cu hi. 6. Ch chia ng t hay ch t cho ph hp K NNG NGHE 1. Bi thi nghe th hai, 6 im c l do mnh ngi nghe! sau ny mnh rt kinh nghim khng nghe cho hiu chuyn g na, m ch nghe thi thi! Ngha l bn ng qu ch ni dung, m phi ch tm nhng t, cm t c lin quan lm bi cho ng thi. Nhng cm t thng thng ni to, r, chm... ni bt ln trong mt bi nghe. 2. H khng hi chnh xc ci h ni, m thng paraphrase.. v d nh h ni what a pity! Nhung trong cu hi s l someone regrets.. 3. C khi h ni Wednesday, nhng sau tip s l sorry, Thursday.. nu bn nghe c Wed m ngng li, bn thua ri! Vy d nghe c thong tin bn cn, cn nghe tip khng b st thong tin. 4. Bn nghe c s g ghi li ht, s c kh nng dung. c cu hi v an nu bn c gi 5. Tn dng thi gian ch, thi gian gii thiu c v on h s bn v g 6. C khi nghe hiu ri in t, t c khi khng c trong on nghe. 7. Grammar v spelling cn chnh xc. Ch s nhiu t. 8. Ch nu hi in hai t, m in ba t hay hai s l sai. V d h hi bn in hai t, bn ghi 2/3 l sai. Phi l two thirds 9. Ch ghi ngy: 2 words l 18th April. Nu ghi 18 April l sai. 10. Ch kiu a ch c khi t cn in l road, street th quen thuc, nhng cng c khi l lane, path.. 11. Ch headphones, walking boots, socks, congratulations... nu bn thiu s cui l sai ri. Tuy nhin mnh cng nghe n l bi thi nghe s c chm bng my, khi my scan qua p n ca mnh, n tm thy ci n cn, th n s dng li, v c khi mnh sai v vp nhng vn ng p n theo my. C khi thi nhen bn. V d: p n l book, nhng nu bn ghi books th my scan oc cc t book, n s dng li v cho bn ng. Cho nen nu bn phn vn khng bit ghi book hay books th nn ghi books trnh trong hp dp n l books m bn b thiu s khi ch ghi book thi. Tuy nhin lm kiu ny bn phi chc chn khng sai vn phm trong cu, v d cu hi l ....a ????... m bn ghi p n l books th sai ri. 12. Tn ngi tn ng nh vit hoa 13. Nu c $ th bn ch ghi 500, nu khng c $ th bn phi ghi $500, nu bn thiu $ hay bn ghi 500$ l sai! Ch cch ghi pounds, euros.. 14. Ch cc apostrophes nh 1 months rent, hay s nhiu nh 3 hours walking 15. Ch ghi 0.95 (h s c th no)1.5 v 1,000 (khc h thng Vit nam) 16. C cu hi, h loi hai options kia, mnh t hiu chn option cn li 17. Ch spelling cho ng v d: accommodation hay accomodation? Balcony hay

baconny , faculty hay falcuty... title hay tittle.... mnh luyn bng cch check tt c tape scripts v make sure mnh c th vit ng. Check nhng ng nh ni dung, bn cn dng luyn nghe li.

18. Cch vit gi 11:00, nu ghi 11 s sai. 19. Khi bn luyn b Cambridge, hy ghi ch xem v sao bn sai, bn s ngc nhin khi thy bn mt mt s cu khng hpi v khng nghe c,m v vit spelling sai, thiu s t s nhiu... sai v nhng th lt vt 20. Khi bn luyn b Cambridge, nn lm y nh ang thi thit, tht tp trung, m 4 tasks lien tc v lm lien tc. Khi thi ch cn bn l l mt cht l mt vi cu nh chi. Do vy, vic tp trung v bi nghe cng cn luyn tp. 21. C gng ng nh cu tr li. B Cam mnh luyn i li cng phi 3 hay 4 ln cho mi , nhng mnh hon ton khng nh p n! Hic, vy mi xi ti lui luyn skills c. 22. Nhng phi nh TT C nhng spelling no m bn sai. ng tc ny c lm bng cch c tapescript v check TT C t vng .

K NNG NI Theo mnh, k nng ni cng kh long m luyn thi. Ni tht s l bn c g th ni ny. Bn ni ng pronunciation v tone s l do qu trnh hc lu di. T vng cng vy, rt kh c th nht them trong mt thi gian ngn. Tuy nhin, mnh rt ra vi kinhnghim nh sau: 1. Ch sa nhng ci c th c: chia th cho ng, s t s nhiu phi r rang khi ni. Mnh tuy c v i lm, nhng c l khng ch sa, v li khi giao tip, mi ngui hiu mnh l ok ri. cho nn n khi luyn thi IELTS ti c, th anh bn n mi pht hin ra ni sai tm lum ch c s t nhiu g c, ri chia th sai ... T mnh bit sai, thc sa.. nhng thy rt kh v .... qun hoi v khng kp sa...! 2. Bn c th chun b nhng topic v cuc sng ca bn,gia nh ca bn.... trc cho phn 1 ca bi thi. VN, gim kho a phn s hi tn bn l g, full name l g...bn n t phnno ca VN (ch North VN, south VN, central of VN nu north of Vn ngha l TRung Quc ), bn lm ngh g, Ch bn ang thi (tp HCM chng hn th so snh th no vi qu bn...). ch cch dng th trong lat cu ny ph chnh xc. 3. Khi ni phn hai v ba, ch ni kiu ACADEMIC (!). Ngha l cng nn c mt topic sentence ri n supporting sentences. V d nh h hi bn ngh v sao ngoi ta su tp cc th, cu tr li nn l: I believed people collect things for several reasons. First, ... Second.... Hay nu cu hi kiu bn ngh nhng li ch g c th c khi gip ngi khc? Cu tr li s nn theo kiu: c vi li ch khi gip ngi khc. Mt mt, l li ch cho ngi c gip .... mt khc, l li ch cho chnh ngi gip ..... Bn c khng, ni cng theo kiu nh vit vy... (s bn sau) 4. Ch dung nhng t khc nhau bn v mt , ch khng dung slang, nhng nu bn khgn bit l slang, th nh chu! 5. Th l ht, nhng th khc lm sao luyn gp c? Mnh c ln c trn mng c bn CAPTAIN BEAR cho rng phi c idioms im mi cao... Mnh tin l ng (bn 8 hay 8.5 ni g th phi), nhng khng th nht v u c , tuy nhin mnh cgn tng c 7.5 khi ni (tt nhin cn ty ho tm ca gim kho na..), vy bn no khng c idioms, cng khng cn lo lm. 6. V lu di, mnh thy trc y khi minh hc, mnh ch ch v t vng , bit cch pht m, hiu ngha th l . Nay mnh rt kinh nghim,minh hc mt t trong context ca n, th khi cn mi bit cch dng.Vocabulary ca mnh khng nhiu lm u bn (im dc ca mnh cao v mnh on c ngha ca t mi trong bi, khng phi v mnh bit vocabulary ), bn no khng c nhiu, khi lo. 7. Hnh nh im 6 khi thi ni kh d t c, nu bn c thc chia th, s t s nhiu (ch cn c thc thi, khng phi lc no cgn ng 100%) th kh nng 6.5.

thi ni cng hn xui lm, mnh l mt v d y . K NNG VIT y l phn mnh tm c nht v tin rng nu mnh khng hiu t ca IELTS th bi thi khng qua 7 ni.(bi thi BC s d 6 v task 1 l ba ci maps t qu kh, n hin ti, n tng lai... i khi vy, nn mnh mt thi gian nhiu dng th cho ng, khng cn gi cho task 2) y cgn chnh l mc ch chnh mnh mun chia s vi cc bn. C vi im chugn cho c hai task nh sau: 1. Mi paragraph phi cch nhau mt dng, khng c ci ny bn mt 0.5 im (mnh nghe n vy m chc cng ng). Khi dng kiu trnh by ny, dng u tin khng cn tht u dng. 2. Vit hoa cho ng, sai nhiu mt 0.5 im 3. Vit s t cn thit, khng th mt t 0.5 ti 1 im. Tuy nhin bn c th yn tm, theo cch vit trnh by di y, bn s lun lun vit qu s t cn thit. 4. Ch thay i t trong bi bi vit khng b lp li, v d t vic tng ln, bn phi c to increase, to rise, to go up (hn ch), rocket, to grow.. ri phi dng noun na a rise, an increase... khi phi c t m t cc noun v verb ny, nh vy bn phi thay i adj v adv khi cn, v cho ph hp. Hay nh cc cm t: people, society members, individuals ... trong nhiu trng hp c th dng thay th cho nhau trnh vic lp li t. Khi hc thi, bn lp cho mnh mt file nh nh gm nhng t loi ny dng khi thi. 5. Trong bi th hai, ch tu sn mt s cm t m bn s lun lun dng trong nhiu trong hp.. in our contemporary life...., when it comes to discussion about... 6. Lun lun ch chia th cho ng. 7. Trong qu trnh t hc, bn s bit mnh thiu kin thc ch no.. v d bn thiu vocabulary cho task 1, bn khgn bit vit cu trc so snh cho ng... bn c th t hc in v t t, bn s t im bn cn. Hay bn khng bit dng cc kiu so snh... bn c th hc t t 8. Nn nh mt thy gio hay mt ngi nc ngoi c ting anh tt (ngi bn x th h ni tt nghe tt, nhng khng phi ai vit cng ng chnh t v vn phm cng ng u bn) sa bi dm bn. 9. Lc mi vit, bn hy vit cho hon chnh, cu trc bi v cu trc cu cho chnh xc. ng canh thi gian. Vi qu trnh luyn tp, tc ca bn s tng dn, v bn s d gi cho bi vit. 10. Lun lun paraphrase ci , khng bao gi lp li gn y bi TASK 1 Khi lm task 1, bn cn qua cc bc sau. Lc u cha quen bn s lm chm, khi quen, cc bc chun b ny ch cn trong suy ngh ca bn thi. N s nhanh bng vn tc nh sang! 1. Task l g: ai, ci g, u, khi no. Cn nm r paraphrase cho ng v hiu gn ngha ca task 2. Tense bn cn dng l g. Nu cho mi th trong mt thi gian qu kh, d ri. Nu khng ni thi gian, bn s dng thi hin ti. Nu thi gian c qu kh v hin ti, bn c th phi dng n th qu kh vhin tihon thnh, hin ti n. Nu c thm tong li, mt ri. bn c th phi dng tng li, tng li hon thanh, hay dng loi cu prediction... bn s c kinh nghim v nhng ci ny khi hc thm trong sch. 3. Voice s l g. Phn ny l cho loi process. Nu l qu trnh t nhin th voice l active, nhng nu qu trnh sn xut th voice s l passive. Mnh khng c luyn

tp loi ny nhiu v bit t ra ,d nh rng h thi m gp k nh mnh xui, v luyn tip k sau thi li!

4. Tm kim chnh ca chart: bn phi tm ra, ni chung chung, ci chart ni ln iu g. Phn ny s v CONCLUSION ca bn. C khi bn nghe rng chart khi vit conclusion, l sai y . Phi c CONCLUSION mi im cao. 5. Tm kim T NHT HAI MAIN TRENDS. Bn cn tm cho c t nht hai main trends vit cho ra t nht hai paragraphs. Thong thng, bn c th chia theo trc thi gian, nu thy kh th chia theo trc cn li.... khi c hai main trends ri, bn cn quyt nh bn s dng cohesive word no link hai ci trends ny li. Ngha l bn s dng cc t kiu nh: similarly> in the same way (similarly th more academic hn ), on the contrary> conversely> in contrast>on the other hand. Tm li, bn s c: 1. TASK l g: vit c introduction (c ai, ci g, u, khi no) 2. TENSE v VOICE 3. MAIN IDEA: c sch th bo vit v hai on chnh, c sch th vit v CONCLUSION. Mnh chn cch vit v CONCLUSION v thy hp l hn 4. HAI MAIN TRENDS s to thnh hai paragraphs theo cu trc nh sau Paragraph 1: topic sentence. Supporting sentences. RT QUAN TRNG. MNH TIN RNG MNH T NI 7 V VIT THEO KIU NY. Mnh cng nghe ni n chim khong 30% s im ca bi vit.

Paragraphe 2: COHESIVE WORDS. topic sentence. Supporting sentences 5. Trong cu topic sentence 1, bn ch NHN XT CHUNG CHUNG TREND 1 CA GRAPH. 6. Trong nhng cu supporting sentences, bn s chng minh cu topic sentence . Cu supporting sentence nn theo kiu: cho nhn xt, cho s liu chng minh, so snh nu c. Ch , phn NHN XT rt quan trng. V d bn cho s liu ngi A nm 1995 n 30 con c, nm 2005 n 60 con c (v d vy cho tnh ng), v s liu ngi B nm 95 l 10, nm 05 l 80. Xong bn so snh l ngoi A tng t, B tng nhiu.. th bn CHA C NHN XT. Nhng nu bn vit rng, ngi A nm 1995 n 30 con c, tng nh ln 60 con vo 2005, so vi s c ngi B n rt t vo nm 1995 l 10 con v tng ngan mc, tng nhiu.... ln n 80 con vo nm 05, th bn c NHN XT V C SO SNH BN NHN XT KIU THAY I S LIU CA A VO 05 V 95, B CNG VY. RI BN SO SNH A V B. 7. Lm tng t cho trend 2 , 3 nu c. Nh cohesive words on u. 8. Nh vy, bn thy bn s cn a. Vocabulary thch hp m t thi gian, m t s liu, cho v d b. Ch Subject verb agreement. c. Plural v singular forms d. Cu trc so snh, passive, th e. TIN RNG BN S HC C THI 9. Vi s luen tp, bn s nhanh nhy chn kiu trnh by s liu: bn c th so snh nht nh b, bn c th so snh chnh n vi n hai im thi gian khc nhau, so snh th hng ca n so vi th hng ca chnh n mt im thi gian khc 10. Thng thng, c th phn tch s liu theo thi gian, hay theo trenh chnh ca n. Trong trng hp biu ct, nn phn tch theo hai (hay ba nhm, v d, mt nhm l nam, mt l n hay mt nhm gi, mt nhm tr mt nhm va va...) xong ri trong mi nhm, chn thong s no tri nht lm topic sentence... v vit supporting sentences

11. Khi hc thi, mnh dng b Cambridge (hay cc cun khc ) luyn vit nh sau: kim bi im cao, c v hc t vng, vn phm ....trong bi . Vi hm sau n li, vihm sau na bt u t vit theo kiu vit trnh by trn y, vi vn t hc c t bi mu. Bn s thy rng cc bi mu khng trnh by theo kiu vit m mnh ang trnh by, m im vn rt cao!! Vn nm ch chng ta khng hc theo, khng bt chc theo c v mi bi mi kiu, mi tc gi c mi cch, khng ai ging ai.. khng c g chung chng ta rt ra kinh nghim m p dng cho bi vit ca mnh. 12. Tt nhin mnh cng luyn vit t mt s quyn khc, s ghi li cui file ny Di y l cc bi mu mnh lm, hu nh oc sa bi gio vin ting Anh ( Thy Hu Thanh ng Bi nh Ty. Thy luyn TOEFL nhng chm dm bi it cho mnh qua email, hay Thy NICK (ngi c, tt anh vn AN Dng Vng, mnh hc hai tun lc mnh v VN thi ilets), hay ngi c l mt ch lm chugn vi mnh. C mt s bi mnh c ghi li tin trnh lm bi minh ha cho phn trnh by trn. Trong bi c nhng ch in nghing hay in m, chnh l topic sentence ca paragraph

T . IELTS TARGET BAND 7 by SIMONE BRAVERMAN (bn c th google tm cun ny trn mng v ti v dng.) Topic p 50 IELTS BAND 7 1. What? Annually water usage (in millions of cubic meters)/ by industries/ ground water and public supply//// When? Not mentioned////Where? In somecountry 2. Main idea? Thy rng kiu ny phi chia thnh hai hay vi nhm nh, ri bn lun thi. C th thy rng hai nhm, mt nhm ch yu xi ground water, mt nhm ch yu xi public water. y l thnh cu topic sentences. V chnh y chia bi thnh hai paragraphs, bn tip ri . 3. Khi vit phn ni dung, lun lun nh cho NHN XT, M T, V S LIU MINH HA. CHNH KHI NHN XT L C SO SNH TRONG RI. The chart shows the amount of water in millions of cubic meters used annually by industries in Somecountry. The industries can be divided into two groups based on whether the water usage is from ground or from public supply. The group which uses mainly water form public supply includes Food/Drinks and Machinery. The former uses much more water than the latter with the mount being 300 million of cubic meters in comparison to 110 million. In Food/drinks industry, water from public supply nearly doubles that from ground while in Machinery, water from ground just being one tenth of water from public supply. In contrast, it can be clearly seen that all other industries mainly use ground water. Chemicals industry, which is the leading user of all the industries, uses 670 million of cubic meters in which 430 million is from ground water. Next comes Metal and Paper with the amount being 330 million (240 million from ground and 90 from public supply) and 210 million (190 million from ground and 20 million from public supply), respectively. Textiles industry comes fourth with 90 million of cubic meters used, the vast majority (80 million) is

from ground water. The last one in the list is Fuel with 70 million being from ground and 10 million from public supply. BI SA: Topic p 50 IELTS BAND 7

The chart shows the amount of water in millions of cubic meters used annually by industries in Somecountry. The industries can be divided into two groups based on whether the water usage is from ground or from public supply. The group which uses mainly water form public supply includes Food/Drinks and Machinery. The former uses much more water than the latter with the amount being of 300 million of cubic meters in comparison to 110 million when what? . In Food/drinks industry, water from public supply nearly doubles that from ground while in Machinery, water from ground is just being one tenth of water from public supply. In contrast, it can be clearly seen that all other industries mainly use ground water. Chemicals industry, which is the leading user of all the industries, uses 670 million of cubic meters in which 430 million is from ground water. Next comes Metal and Paper with the amount being of 330 million (240 million from ground and 90 from public supply) and 210 million (190 million from ground and 20 million from public supply), respectively. Textiles industry comes fourth with 90 million of cubic meters used, of which the vast majority (80 million) is from ground water. The last one in the list is Fuel with 70 million being from ground and 10 million from public supply.

P 52. TASK 1 The diagrams compare the proportions of employments for various positions in 2 years 1999 and 2001. It can be clearly seen from the diagrams that stable positions such as full time and part time jobs declined over the years, although still being the largest proportions of all employments. For full time jobs, the figures decreased significantly by 8%, with the percentage in 2001 being 29%, compared with 37% in 1999. Similarly, the percentage for part time jobs dropped from 27% in 1999 to 22% in 2001. Conversely, the employments which were less stable showed an increase in figures. Unemployment revealed the most significant growth with the percentage in 2001 being 8%, quadrupling of that in 1999. The proportion of contract employment went up by 6%, from 12% in 1999 to 18% in 2001. In the same way, self employment also rose slightly to 20% in 2001, compared with 19% in 1999. Casual employment was the only category that did not change, with the percentage staying the same at 3% over the years. P 52. TASK 1 BI SA The diagrams compare the proportions of employments for various positions in 2 years 1999 and 2001.

It can be clearly seen from the diagrams that stable positions such as full time and part time jobs declined over the years, although still being the largest proportions of all employments. For full time jobs, the figures decreased significantly by 8%, with the percentage in 2001 being 29%, compared with 37% in 1999. Similarly, the percentage for part time jobs dropped from 27% in 1999 to 22% in 2001. Conversely, the employments which were less stable showed an increase in figures. Unemployment revealed the most significant growth with the percentage in 2001 being 8%, quadrupling of that in 1999. The proportion of contract employment went up by 6%, from 12% in 1999 to 18% in 2001. In the same way, self employment also rose slightly to 20% in 2001, compared with 19% in 1999. Casual employment was the only category that did not change, with the percentage staying the same at 3% over the years.

The bar chart shows the proportions of British people living on their own according to age and sex in the years 2004 and 2005. It can be clearly seen from the chart that the pattern changed with age: the older

the people became, the more they tent to live alone. For people over 65 years old, more females than males lived by themselves. In the group of 65 to 75 years of age, the percentage of females doubled that of males, 32 percent compared to 18 percent. For people who were over 75, the percentages increased significantly to 58 per cent for females and 28 per cent for males. On the contrary, the pattern was the reverse when it came to the group of people less than 65 years old. For the 45 to 64 year old group, slightly more males lived alone than females, about 18 per cent as opposed to 17 per cent. The gap expanded remarkably in the 2544 year old group where about 16 per cent of males living alone in comparison to 9 per cent of females. In the group of 16 to 24 years old, the difference between the two sexes was similar to that of 45 64 year old group, however at smaller percentages, with 4 per cent for females and 5 percent for males. BI SA The bar chart shows the proportions of British people living on their own according to age and sex in the years 2004 and 2005. It can be clearly seen from the chart that the pattern changed with age: the older the people became, the more they tent to live alone. For people over 65 years of age old, more females than males lived by themselves. In the group of 65 to 75 years of age, the percentage of females doubled that of males 32 percent compared to 18 percent. For people who were over 75, the percentages increased significantly to 58 per cent for females and 28 per cent for males. On the contrary, the pattern was the reverse when it came to the group of people less than 65 years old. For the 45 to 64 yearold group, slightly more males lived alone than females; about 18 per cent as opposed to 17 per cent. The gap expanded remarkably in the 2544 year old group where about 16 per cent of males living alone in comparison to 9 per cent of females. In the group of 16 to 24 years old, the difference between the two sexes was similar to that of 45 64 yearold group; however at smaller percentages, with 4 per cent for females and 5 percent for males.

TASK 1 P 53 IELTS BAND 7 The table displays the proportions of students from kindergarten to grade 8 who studied at home in SomeCountry from 1999 to 2004. It can be clearly seen from the table that over the years, the proportions of homeschooled students increased markedly and children at kindergartens had the largest proportions. The figure of kindergarten children was the highest in 1999 at 2.4 per cent, and then gradually rose to 2.9 per cent in 2004, still being the largest. Similarly, the proportion of other grades also went up, although at varying degrees. Grade 34 represented the most stable growth from 1.6% in 1999 to 2.2 % in 2004, most of the years increasing by 0.1 %. In contrast, the figures of grade 78 were the same for the first three years at 1.6%, then rising significantly to 2.2%(2002), 2.4%(2003) and 2.5%(2004) .

Grade 12 had the similar pattern to grade 56 with the proportions declining to 1.3% in 2001 from 1.5% in 1999; and then going up. For grade 12, the figure rose 0.8% to be at 2.1% in 2004. It was more pronounced for grade 56 with the percentage increasing by 1.3 % to reach 2.6% in 2004. Table 1 p 53 BI SA IELTS BAND 7 The table displays the proportions of students, from kindergarten to grade 8, who studied at home in SomeCountry from 1999 to 2004. It can be clearly seen from the table that over the years, the proportions of homeschooled students increased markedly, and children at kindergartens had the largest proportions. The figure of kindergarten children was the highest in 1999 at 2.4 per cent, and then gradually rose to 2.9 per cent in 2004, still being the largest. Similarly, the proportion of other grades also went up, although at varying degrees. Grade 34 represented the most stable growth from 1.6% in 1999 to 2.2 % in 2004, increasing by 0.1 % most of the years. In contrast, the figures of grade 78 were the same for the first three years at 1.6%, and then rose significantly to 2.2%(2002), 2.4%(2003) and 2.5%(2004) . Grade 12 had a similar pattern to grade 56 with the proportions declining to 1.3% in 2001 from 1.5% in 1999; and then going up. For grade 12, the figure rose 0.8% to be at 2.1% in 2004. It was more pronounced for grade 56 with an increase by 1.3 % to reach 2.6% in 2004.

TASK 1.P 45. (17mins)IELTS BAND 7 (bi ny hai paragraphs chia theo trc thi gian) The graph shows the average amount of rainfall in Somecountry in 2004.Overall, it can be clearly seen in the graph that in 2004, apart from a short fall in January, the amount of rain gradually increased from the beginning to the end of the year. In January 2004, the amount of rainfall recorded was 50mm, this slightly decreased to 40mm in February. From February to May, the rainfall amount hovered at that 40mm, then slightly increased over the next two months to reach the level of 50mm again in July. From July to December, the amount of rainfall increased significantly in comparison to the beginning of the year. There were 2 peaks demonstrated in the chart. From July, there was a steady increase in the amount of rainfall to reach the first peak at 60mm in August. Followed this stage, the rainfall dropped back to just over 50mm in September, just slightly higher to the amount in July. The second peak was in November when the rainfall amount reached the peak in the year, at about 65mm, then it gradually declined. TASK 1 P 45 BI SA

The graph shows the average amount of rainfall in Somecountry in 2004. Overall, it can be clearly seen in the graph that, in 2004, apart from a short fall beginning in January towards May, the amount of rain gradually increased from July to the end

of the year. In January 2004, the amount of rainfall recorded was 50mm. This slightly decreased to 40mm in February. From February to May, the rainfall amount hovered at that 40mm, and then slightly increased over the next two months to reach the level of 50mm again in July. From July to December, the amount of rainfall increased significantly in comparison to that of the beginning of the year. There were 2 peaks demonstrated in the chart. From July, there was a steady increase in the amount of rainfall to reach the first peak at 60mm in August. However, the rainfall dropped back to just over 50mm in September, just slightly higher to the amount in July. The other peak was in November when the rainfall amount reached the peak in the year, at about 65mm, and then it gradually declined.

TASK 1 P 46 IELTS BAND 7 The graph shows the data of wages in Somecountry over a period of ten years from 1993 to 2003. It can be clearly seen from the graph that the wages experienced wide changes over the years. From 1993 to 1998, there was an upward trend. In 1993, the growth rate in wages was 2%. This increased considerably by 2% in the following year to reach the first peak at 4% in 1994. Subsequently, there was a slight fall in rate to show a growth of just 3% in 1995. Since then, the growth rate in wages rose significantly to reach the highest peak of 6% in 1998, doubling the rate in 1995. On the contrary, from 1998 onwards, there was a downward trend in growth rates in wages. Only in 1 year from 1998 to 1999, the growth rate fell dramatically to be back to the level of 3%, equally to that of the year 1995. The following period from 1999 to 2000 the wage growth rate remained constant at 3%. Between 2000 and 2002, the rate declined gradually to reach the percentage of 1% in 2002, which was the lowest figure in the whole period. This figure then doubled in 2003 to reach 2% again, equally to that of 1993. BI SA: Task 1 p 46

The graph shows the data of wages in Somecountry over a period of ten years from 1993 to 2003.

It can be clearly seen from the graph that the wages experienced wide changes over the years. From 1993 to 1998, there was an upward trend. In 1993, the growth rate in wages was 2%. This increased considerably by 2% in the following year to reach the first peak at 4% in 1994. Subsequently, there was a slight fall in rate to show a growth of just 3% in 1995. Since then, the growth rate in wages rose significantly to reach the highest peak of 6% in 1998, doubling the rate in 1995. On the contrary, from 1998 onwards, there was a downward trend in growth rates in wages. Only in 1 year from 1998 to 1999, the growth rate fell dramatically to be back to the level of 3%, equally to that of the year 1995. The following period from 1999 to 2000 the wage growth rate remained constant at 3%. Between 2000 and 2002, the rate declined gradually to reach the percentage of 1% in 2002, which was the lowest figure in the whole period. This figure then doubled in 2003 to reach 2% again, equally to that of 1993.

TASK 1 P 47 (18 MINS)IELTS BAND 7

The graph displays changes in prices of navigation systems and smart phones over the period of two and a half years from the second half of 2004 to the second half of 2006 in Somecountry. Overall, it can be clearly seen from the chart that over that period of time, the prices of those high-tech gadgets experienced a considerable fall. In the second half of 2004, the price of navigation systems was higher than that of smart phones, with the formers price being 4000 USD, compared with the latters 3000 USD. Over the next 6 months, the price of navigation systems dropped significantly to just above 3000 USD. Subsequently, this price slightly decreased to reach exactly 3000 USD in the second half of 2005. From this, the price bounced back again to 3500USD in the first half of 2006, then declined considerably to just about 2600 USD in the second half of 2006. Similarly, prices of smart phones also decreased, but less pronounced than the price of navigation systems. From 3000 USD in 2004, this price slightly declined to just below 3000 in the second half of 2005, then went back up to 3000 again, equally to that of navigation systems in the later period of 2005. In 2006, this price declined gradually to 2600 USD in the first half, then remained unchanged in the second half of the year, the same as

price of navigation systems. TASK 1 P 47 BI SA

The graph displays changes in prices of navigation systems and smart phones over the period of two and a half years from the second half of 2004 to the second half of 2006 in Somecountry. Overall, it can be clearly seen from the chart that over that period of time, the prices of those high-tech gadgets experienced a considerable fall. In the second half of 2004, the price of navigation systems was higher than that of smart phones, with the formers price being 4000 USD, compared with the latters 3000 USD. Over the next 6 months, the price of navigation systems dropped significantly to just above 3000 USD. Subsequently, this price slightly decreased to reach exactly 3000 USD in the second half of 2005. From this, the price bounced back again to 3500USD in the first half of 2006, and then declined considerably to just about 2600 USD in the second half of 2006. Similarly, the prices of smart phones also decreased, but they were less pronounced than the prices of/ they were not so pronounced as those of the navigation systems. From 3000 USD in 2004, this price slightly declined to just below 3000 in the second half of 2005, and then went back up to 3000 again, equally to that of the navigation systems in the later period of 2005. In 2006, this price declined gradually to 2600 USD in the first half, and then remained unchanged in the second half of the year; the same as the price of the navigation systems./ as that of the navigation systems.

TASK 1 P 48 IELTS BAND 7 The graph shows trends in average prices of houses on market and on sale in Sometown in the second half of 2005. Overall, it can be clearly seen from the graph that the prices on market did not reflect the prices on sale; the former was always higher than the latter. In July 2005, the average price on market was around 335 thousand dollars, about 35 thousand dollars higher than that on sale. From July to August, the price on market decreased slightly to 330 thousand dollars while the price on sale showed a slight increase to almost over 300 thousand. This price then dropped by 10 thousand to be at 290 thousand dollars in September, showing the same pattern as the trend of market prices which decreased to 320 thousand in the same period. On the following period from September to October, the market price bounced back to 330 thousand dollars while the sale price remained unchanged. However, on the last two months, a sharp contrast was seen between the two prices. The

price on market displayed a gradual decrease to 320 thousand dollars again in December whereas the price on sale rose significantly to just under 310 thousand, only approximately 10 thousand less than the price of houses on market. BI SA Task 1 p 48 The graph shows trends in average prices of houses on market and on sale in Sometown in the second half of 2005. Overall, it can be clearly seen from the graph that the prices on market did not reflect the prices on sale; the former was always higher than the latter. In July 2005, the average price on market was around 335 thousand dollars, about 35 thousand dollars higher than that on sale. From July to August, the price on market decreased slightly to 330 thousand dollars while the price on sale showed a slight increase to almost over 300 thousand. This price then dropped by 10 thousand to be at 290 thousand dollars in September, showing the same pattern as the trend of market prices which decreased to 320 thousand in the same period. On During the following period from September to October, the market price bounced back to 330 thousand dollars while the sale price remained unchanged. However, over the last two months, a sharp contrast was seen between the two prices. The price on market displayed a gradual decrease to 320 thousand dollars again in December whereas the price on sale rose significantly to just below 310 thousand, only approximately 10 thousand less than the price of houses on market.

TOPIC 1 P 49 IELTS BAND 7 The graph displays trends in investments in stock market in Somecountry from 2001 to 2006. It can be clearly seen form the graph that money invested in stocks was always more than that in bonds and the trends were increasing over the years. In terms of investments in bonds, there was a stable growth from 2001 to 2006. In 2001, money invested in bonds was 100 billion dollars, nearly half of that in stock market. Over the period of 6 years, this amount of money rose gradually to 118 billion dollars in 2006, about two thirds of the money invested in stocks. Similarly, the amount of money invested in stock market showed an upward trend. In the first three years, the figures revealed a slight increase from 210 billion dollars in 2001 to 227 billion in 2003. The investment then grew considerably to 289 billion dollars in 2004. From 2004 onwards, the growth rates slowed down to reach just 311 billion dollars in 2006.

BI SA TOPIC 1 P 49 IELTS BAND 7 The graph displays trends in investments in stock market in Somecountry from 2001 to 2006. It can be clearly seen form the graph that the amount of money invested in stocks was always more than that in bonds and the trends were increasing over the years. In terms of investments in bonds, there was a stable growth from 2001 to 2006. In 2001, the sum of money invested in bonds was 100 billion dollars; nearly half of that in stock

market. Over the period of 6 years, this amount of money rose gradually to 118 billion dollars in 2006, about two thirds of the money sum invested in stocks. Similarly, the amount of money invested in stock market showed an upward trend. In the first three years, the figures revealed a slight increase from 210 billion dollars in 2001 to 227 billion in 2003. The investment then grew considerably to 289 billion dollars in 2004. From 2004 onwards, the growth rates slowed down to reach just 311 billion dollars in 2006.

KHNG NH NI NY U

The maps show the areas of West Farm in hectares and the value of each hectare between 1900 and 1990. It can be seen clearly form the maps that over the period of 90 years, the size of West Farm changed dramatically. Initially in 1900 the area was 5000 hectares. This dropped significantly to 850 hectares in the year 1925, and then doulbed the size in 1940 to 1700 hectares. In 1970, the size of the Farm declined by more than two thirds, with the area being 500 hectares. In the year 1990, the farm experienced a seven fold increase in size to reach 3500 hectares. As regards the value of the land per hectare, the data displayed an upward trend. Firstly in 1900, the value per hectare was just 1 dollar. The next 25 years observed a significant growth in price, with the value reaching 20 dollars per hectare, 20 times as many as it was on 1900. In 1940, the price rose slightly to 25 dollars per hectare. The next 30 years, there was a four fold increase in price to 100 dollars, then the growth rate slowed down, reaching 125 dollars per hectare in 1990. It can be noticeable that when there was a drop in size of West Farm, the price per hectare increased significantly. BI SA: The maps show the areas of West Farm in hectares and the value of each hectare between 1900 and 1990. It can be seen clearly form the maps that over the period of 90 years, the size of West Farm changed dramatically. Initially in 1900, the area was 5000 hectares. This dropped significantly to 850 hectares in the year 1925, and then doubled the size in 1940 to 1700 hectares. In 1970, the size of the Farm declined by more than two thirds, with the area being 500 hectares. In the year 1990, the farm experienced a sevenfold increase in size to reach 3500 hectares. As regards Regarding the value of the land per hectare, the data displayed an upward trend. Firstly in 1900, the value per hectare was just 1 dollar. The next 25 years observed a significant growth in price, with the value reaching 20 dollars per hectare, 20 times as many much as it was on in 1900. In 1940, the price rose slightly to 25 dollars per hectare. During the next 30 years, there was a fourfold increase in price to 100 dollars, and then the growth rate slowed down, reaching 125 dollars per hectare in 1990. It can be noticeable that when there was a drop in size of West Farm, the price per hectare increased significantly.

1. Cambridge 3 test 2 task 1 (lot bi ny c sa bi JO LINDLEY, a radiographer at my workplace) The chart shows the number of people who were sent to prison in five developed countries from 1930 to 1980 It can be clearly seen from the chart that although the patterns of changing change were

different, Great Britain and United States showed an increase in the number of prisoners over the period. In Great Britain, the figure for imprisonment rose gradually from about 30 thousand in 1930 to approximately 90 thousand in 1980. The pattern for the United States displayed an erratic change over the years, reaching 130,000 in 1980 from 100,000 in 1930, becoming the greatest number of the five countries. The pattern for the United States displayed a fluctuating change over the years, from 100,000 in 1930 reaching 130,000 in 1980 where it became the greatest number of the five countries. On the contrary, in the other three countries the number of imprisonments fluctuated at varying degrees and different patterns over the period. Canada, where there was which had the largest number of imprisonment in 1930 at 120,000, (a coma needed here) showed a remarkable decrease to about 90,000 in 1980, becoming the second largest in that those years. In Australia, although there was some increase and decrease fluctuation in the numbers over the years, the figure dropped significantly to 50,000 in 1980 in comparison to 70,000 in 1930, becoming the smallest number of imprisonments in the five countries. The pattern for New Zealand was somewhat similar to that for Australia, except for the last decade when (when is needed here) it slightly rose from 80,000 in 1970 to about 90,000 in 1980. In summary, it is evident that over the period of 50 years, in the five countries, the United States became was the one where there were that had the most imprisonment and Australia was the nation where there was the least imprisonment.

2. Cambridge 2 test 4 task 1 (bi ny c sa bi JO LINDLEY)

The chart displays the amount of money spent on 6 types of goods in four European countries. It is evident from the chart that Britain spends most on all the consumer goods included. In every case, British spending is considerably higher than that of the other countries; only in the case of tennis racquets, does another country, Italy, come closer close. In contrast, the lowest spenders are Germany and France. It is clear that Germany spends far less than the other countries on CDs, toys and photographic films film while French spending is the lowest on personal stereos, tennis racquets and perfumes. Italy in general maintains the middle position. It stands at the second position on spending on personal stereos, tennis racquets, perfumes and toys. It comes to the in at third position when spending on photographic film and CDs. In summary, the chart shows that spending behaviours in the four European countries vary significantly. However, the amount of money spent is not small, varying from some 150 thousand pounds at minimum and to approximately 170 thousand pounds at maximum.

3. Cambridge 2 test 1 task 1 (bi ny c sa bi JO LINDLEY)

The table shows the proportions of households equipped with consumer durables in Britain between 1972 and 1983. Households with telephones showed a significant increase in percentage terms, going up by rising 35% from 42% in 1972 to 77% in 1983. In the same way, households with central heating system systems, refrigerator refrigerators and washing machine washing machines also displayed upward trends an upward trend over the years, increasing by 27%, 20% and 14%, respectively. Television ownership Television ownership, which was already already had the highest percentage in 1972 with 93% continued to be the highest percentage in 1983 with 98%, a 5% increase. There were 2 new categories observed over the period. Video ownership One was video ownership, which appeared in 1983 accounting for 18% and the percentage of households with dishwashers and the other was households with dishwashers which rose gradually from 3% in 1978 to 5% in 1983. The percentage of households with vacuum cleaner vacuum cleaners, which did not have data in the year 1983, of which there was no available data in 1983, also increased stably from 87% in 1972 to 95% in 1982. Overall, it can be clearly seen from the table that more households had consumer durables in 1983 than in the previous years.

4.Cambridge 2 test 3 task 1 (bi ny c sa bi JO LINDLEY)

The tables show the data from a survey on 100,000 (chu y 100 phay 000) UK residents about the purposes of their overseas visits and the regions of visits from 1994 to 1998. From the first table, it can be seen that the main purpose of visits was for holidays. In 1994, the number of people who went aboard for holiday was 15,246 (15 phay 246 ), approximately 5 times as many as people who went overseas for business and about 6 times as many as those who visited friends and relatives abroad. The similar pattern was seen over the years from 1994 to 1998 with a steady increase in number in all categories. In 1998, the number of people went people who went overseas for holiday increased by 5,000 to 20,700. Similarly, people went people who went abroad for business and for visiting friends and relatives rose to 3957(khong bo dau phay van dung, nhung neu bo dau cham la sai and 3181,) respectively. From the second table, it is clear that the majority of people went to Western Europe and the this figure also rose over the years. In 1994, 19371 pople over 22072 in total visited Western Europe. This number increased to 24519 in 1998. North America was the second popular the second most polular region for travellers with 919 people coming there in 1994, and then rose to 1823 in 1998. The year 1995 was the only year in which there was a slight fall in the number of people

travelling overseas with the total number declining from about 22000 in 1994 to 21000 in 1995. However, the pattern of purposes of visits of visits as well as the most popular region were the same like as other years.

5.Cambridge 2 test 2 task 1 (bi ny c sa bi JO LINDLEY)

The chart shows the number of hours of leisure in a typical week in 19981999, according to gender and employment status.

In the group of people who were employed full time, men had more time of leisure leisure time than women, about 48 hours compared to about 38 hours. There was no data of men who were employed part time, however for part time employed women, the amount of leisure time per week was 40 hours, slightly more than that of full time working women.

Similarly, in the groups of unemployed and retired people, the patterns were pattern was the same with men having more time for leisure than women. It also can be clearly sent that times of leisure in these groups were nearly doubled that of those who worked full time.

Lastly, for women who stayed at home and took care of families, the number of hours for leisure activities was about 50 hours, slightly greater than that of women who worked either full time or par time.

6.Cambridge 3 test 1 task 1 (bi ny c sa bi JO LINDLEY)

The charts show the number of Japanese travelling overseas together with overseas, together with the percentages of Japanese coming to Australia from 1985 to 1995.

From the first chart, it is clear that over the years the number of Japanese travelling abroad increased considerably. In the first 5 years from 1985 to 1990, the figures showed a constant increase in travelling, from 5 million (chu y 5 million, khogn viet 5 millions ) in 1985 to approximately 11 million in 1990. The nest five years, the pattern also display an upward trend although erratically. After a small drop in 1991 to just more than 10 million, the number rose again over the years to reach approximately 15 million in 1995.

Turning to the second graph, generally Australians share of Japans market displayed an

upward trend in over the period of time. From 2% of Japanese travellers coming to Australia in 1985, the figure rose remarkably nearly 3% in the next 3 years to just below 5% in 1988. After a short fall in 1989 to just above 4%, the percentage increased gradually to more than 6% in 1993. In 1994, the figure fell slightly to reach exactly 6%. Data of 1995 was not available.

In sum summary, it can be seen that over ten years, Japanese people travelled abroad more, and more of them visited Australia.

7. Cambridge 3 test 4 task 1 (bai nay duoc thay Nick o trung tam AN DUONG VUONG cho 7.5, kem theo sua loi)

The graph shows trends of unemployment in the United States and in Japan from March 93 to March 99.

It can be clearly seen that the United States shows showed a downward trend over the period of 6 years. The percentage of unemployment declined significantly althoudh erratically in the first 3 years with the figures going down from 7% in March 93 to 5.5% in March 96. Since then, After that, the proportion decreased slightly to hover around 5% til March 99.

Conversely, Japan showed an upward trend in the unemployment rates. In the first 3 years, there was a remarkable increase in the proportion of unemployment, rising 2% from 25% in March 93 to 4.5% in March 98 except for a short fall to 4% in April on May 96. From March 98 onwards, the figures were approximately 5%.

To sum up, although being significantly different at the beginning of the period, the unemployment rates in Japan and in the United States became similar in the end.

8. Cambridge 5 test 2 task 1 (bai nay duoc thay Nick o trung tam AN DUONG VUONG cho 7.5, kem theo sua loi) The charts show the reasons for studying and how the students receive supporting from employers according to different age groups. From the first chart it can be seen clearly that the young students study for career. There are 80% of students under 26 studying for their professions. This figure decreases gradually with age with just 40% of people aged 409 studying for this reason, then going down remarkly

to 20% in the group over 49. In contrast (cai chart nayf co hai trends, cho nen cho nay co t cohesive word) when people get older, they tend to study for interest. Just 1 in 10 students under 26 years of age studying for this cause. The percentage then increases fourfold to 40% in the group of people 40 to 49 and then rising to 70% when people over 49. Regarding the second chart, it shows that people in the middle age do not frequently receive support from employers. People under 26 often have support from their bosses with the percentage being over 60%. This proportion declines by 30%when it comes to the 3039 age group. However, after passing this age, employees tent to get more help from employers with the rate rising slightly to over 40%in the voer 49 year old group. To summarise, it can be drawn from the charts that although the reasons for people to study vary with age, the support from employers seems to depend on age, not on the reason of studying. Di y l bi lm v process, by Aninda Dey, t 9 mn vit k thi IELTS. Bn c th thy cch vit: c hai main trends, mi main trend u c topic sentence v supporting sentences. TASK 1 khng nh u. Khi bn hc thi bn s thy n. The diagram provided shows the process of moving salt from sea water to make it drinkable. The process of making water is a desalination plant involves passing sea water through various filters and membranes till all salt and impurities are removed and pure drinkable water can be sent to consumers via the integrated water supply system. (day co the xem nhu conclusion, trong truong hop nay anh Aninda da dat no o day, ban co the sua chua chut va dat o cuoi bai van ok) The first stage in the system is the actual intake of sea water from the sea. Through pipes this water is pumped into a pretreatment filter where the entire filter backwash is removed and returned to the sea. The partly purified water is then forced through a membrane at high pressure. This returns in further purification of the water. The by product of this stage is sea water concentrated which is pumped back into the sea as well. The next stage of the purification process is the post treatment of the water so far, with lime, chlorine and fortification with fluoride. This purified water is then sent to the storage tanks from where it is sent to the consumers via the integrated water supply system.

TASK 2 IELTS BAND7 Bi ny cng theo mt t quan trng ca IELTS l mi paragraph bn vit ra phi c topic sentences v c support bi nhng supporting sentences. 1. Task l g: kt hach tr li s ty thuc vo . hi nhng g bn phi tr li cho ht, thiu th mt im nghim trng. 2. Plan ca bn l g: khi bn nh c bn vit nhng g, s nh c bao nhiu paragraphs. Bn c th NHP (hay tng tng ra nh sau) a. PA 1: cohesive word, main idea, specific ideas

b. PA 1: cohesive word, main idea, specific ideas c. PA 1: cohesive word, main idea, specific ideas

3. Vit INTRODUCTION: bn c th nhp (hay tong tng ra nu bn quen) theo th t ny introduction thng c hai ba cu: a. Cu cui cng vit (imagine) trc. Cu ny c nhim v quan trng l kt ni introduction vi nhng paragraphs ca than bi. b. Cu mt (hac hai nu cn) s vit sau, cu ny c nhim v dn nhp v , paraphrase ci . c. S d mnh lm nh vy v i. Bo m cu cui c ni kt xung on di. Phn ni kt ny s th hin s mch lc trong bi vit ii.Cu mt v hai va a vo, va ni c vi cu cui cng . Vn phi t gn gn ni mt ci l dnh vi cu ba. Nu khng cn thn, cu mt v hai dn xa qu, khng link ni vi cu cui v khng link ni vi than bi, mch vn s mt, im s td b mt. 4. D nhin y l cch mnh lm, bn c th thy cc bi vn mu im cao khng lm vy. Vn d l mnh khng c mt ci KHUN m bt chc theo cc bi mu . 5. Bi lm cn CN I, C INTRO, BODY, CONCLUSION. KHNG INTRO DI QUA, BODY NGN QU.... chnh l l do intro ch c vi cu thi. 6. Ch c khi th present perfect dungf ng ch im s cao hn l simple pre. Bn s thy s khc bit khi c bi mu trong cun Academic Writing practice for IELTS ca SAM McCARTER 2002. 7. Cc cohesive words rt quan trng 8. Phn conclusion nn l ni duy nht bn b I vo, cc on trn tuy l kin ca bsnj nhng nn c trnh by theo kiu ngi ba th tt hn. Nhng cng ty bi. 9. Mnh c ln c thy c bn CAPTAIN BEAR khuyn rng nn c cu phc v bi: mt cu if, mt cu relative pronoun, mt cu passive, mt cu nhn mnh, t vng cn loi cao sang t l t vng cn academic. Mnh tin l ng nhng vic dng nh oc ti u cn ty vo kh nng anh ng ca chgn ta, rong thi gian ngn kh long m np v c. Mnh thyy mnh ch c my ci gi l academic words. Ni chung vocabulary ca mnh yu.im vit ca mnh ci thin t 6 qua 7 chng qua l do k thut vit thay i thi. Bit ng no m np vocabulary cho bi vit u bn? Ai bit s ra ti gi? Ngay c mnh lm bi ri, ti chng mun lm li, voca mnh dng hon ton khc.. 10. Ch spelling. Grammar. Trong qa trnh hc thi bn s np oc cc cu trc m c th dng cho nhiu 11. bi, bn nh nhng cu trc d v kiu vit, bn s d gi cho bi vit. Bn cgn s np c mt s vocabulary m bn c th dng cho nhiu bi.

TOPIC 1 P 62 IELTS BAND 7

1. TASK : la gi 2. Vy bi ny ch l bn v globalization, discuss v + _ ca n, mnh s cn lm body gm c hai paragraphs., mi para bn v mt aspect. Cu intro cui cgn s cn c bo trc ti discuss v hai mt. (y l khc mnh tng tng ra bi vit y)

Globalisation is a term which has been often referred to in the media these days. Generally, it refers to things that happen between countries, out of the borders of a nation. It is impossible to deny many advantages that globalisation brings to the worlds economy. However, its downside effects should also be taken into account. (trong bi ny, hai cu ny l hai cu link xung bi vit, th hin ca mnh s lm trong bi) Globalisation has offered a number of benefits to the worlds economy. First of all, it helps to improve the economic circumstances of nations. Developing countries have more investments form developed countries, and the later has more chances to attract skill workers of the former. Furthermore, globalisation creates the larger markets for companies. One cannot deny the fact that in our contemporary life, it is very easy to find products of companies which are located in one part of the world in other part of the earth. On the contrary, globalisation also has some negative effects. Firstly, it has produced the so called brain drain form poor countries to rich countries. People who are trained in countries such as India, Vietnam etc. have been moving to other nations such as Australia, Canada etc. in searching for work and better life. Moreover the cultural values in many countries have been changed, or lost. For example, in Vietnam nowadays, individuals, especially the youngsters, have to work hard and study hard to be globalised, so they often get home very late at night. This results in the loss of traditional dinners, in which all family members used to meet each other, discussing things and chatting. In conclusion, I believe that globalisation, as many other phenomena, has its positive and negative points. It is the responsibility of governments as well as each citizen to make the most of this trend, and limit the downside effects.

BI SA: (Globalisation is a term which has been often referred to in the media these days. Generally, it refers to things that happen between countries, out of the borders of a nation.) When it comes to discussions over whether globalization brings

about advantages or causes harm to countries involved, there has been a lot of controversy. It is impossible to deny many advantages that globalisation brings

to the worlds economy. However, its downside effects should also be taken into account. Globalisation has offered a number of benefits to the worlds economy. First of all, it helps to improve the economic circumstances of nations. Developing countries have more investments form developed countries, and the later has more chances to attract skill skilled workers of the former. As a result,.............................. Furthermore, globalisation creates the larger markets for companies. One cannot deny the fact that in the contemporary life, it is very easy to find products sold in a country but manufactured in many different countries of companies which are located in one part of the world in other part of the earth. Therefore, the inflow of skilled staff and huge markets overseas are obvious results of globalization. On the contrary, globalisation also has some negative effects. Firstly, it has produced the socalled braindrain form from poor countries to rich ones. People who are highly trained in developing countries such as India, Vietnam etc. have been moving to other nations such as Australia, Canada etc. in searching search for work and better life. Moreover, the cultural values in many countries have been dramatically changed, or lost. This, to some extent, causes some serious damage to a countrys traditional values. For example, in Vietnam nowadays, individuals, especially the youngsters, have to work hard and study hard to be globalised, so they often get home very late at night. This results in the loss of traditional dinners, in which all family members used to enjoy getting together, discussing and sharing all sorrows and joys of life. meet each other, discussing things and chatting. In conclusion, I believe that globalisation, as like many other phenomena, has its own positive and negative points. It is the responsibility of governments as well as each citizen to make the most of this trend, and limit the downside effects so as to have happy life.
TOPIC (khng nh r ngun, hnh nh l bi ca mt thy gio)? Tr em nn sng thnh ph hay nong thn TASK 2 Children should live in big cities or in the countries? Why?

1. TASK l g? c 2. BODY GM C NHNG G: ca mnh l khng th ni c, n ty theo hon cnh tng gia nh, u cng tt nh vy mnh s c body gm 3 chnh a. Ci tt city: b. Ci tt country c. Tuy nhin, tuy gia nh thi 3. INTRODUCTION: nh vy BODY mnh s vit v advantages ca cuc sng city v country , cu cht ca INTRO s c mi ni u em benefits

Children are always loved by their parents. In that love, choosing where to live, in a major city or in the country, is always an important concern for the parents as each option offers a number of benefits to their children. Ch ny chnh l cu cui, link xung cc paragraphs di

Living in major cities brings some advantages to families and children. One cannot deny the fact that in such cities the young generation has a good chance to access to optimal schools which are often operated by excellent staff of educators. Moreover, schools in major cities always receive large funds from the government. For example, schools in Ho Chi Minh city are received 10 times more funds than those in the rural areas, as reported in a newspaper recently. On the other hand, living in cities offers many kinds of entertainment for children. Apparently, most festivals and events take place in the centre, not in the remote area.

Similarly, life in the country also offers many other positive aspects for the young. First of all, it is the life in Mother Natures hands. There is no doubt that in the country the children can enjoy fresh air, hearing the birds singing, listening to the springs or rivers flowing, etc. In addition, air pollution and excessive level of noise are all strangers to them. Furthermore, traffic congestion and violence which are often seen in the cities are unlikely to occur in the countryside.

However, it has to be admitted that parents cannot simply choose where to live just based on the benefits it offers. Actually, it depends considerably to the careers and the finance circumstances of families. For example, if parents are accountants it would be hard for them to live in the countryside where they cannot find a suitable job. What is more important depends on where they can earn a reasonable income to support their living expenses.

In conclusion, I am convinced that both the major city and the country can offer great opportunities for youngsters. If the family is living in the country, the parents should do their best so their children have chances to enjoy life in the countryside, and vice versa.

BI SA:

Children are always loved by their parents. In that love, Thus, choosing where to live, in a major city or in the country, the question of whether they should choose a big city or the countryside as the best place for their children is always an important concern for to the parents. Personally, this results from the fact that each option offers a number of benefits to their children. Living in major big cities brings some advantages to families and children. One cannot deny the fact that in such cities, the young generation has a good chance to access get access to optimal schools which are often operated by excellent staff of educators, who are trained in ......................................Moreover, as they benefit from the social and economic development of urban areas, schools in major big cities receive large funds from the municipal authorities. government. For example, schools in Ho Chi Minh City, Vietnam are received receive 10 times more funds than as much financial support as that those in the rural areas, as reported in a newspaper recently. On the other hand, living in cities offers offer many kinds of entertainment for children. Apparently, most festivals and events take place in the centre, not rather than in the remote areas. Similarly, life in the country also offers many other positive aspects for to the young. First of all, it is the life in Mother Natures hands. There is no doubt that in the country, the children can enjoy fresh air, hearing listen to the birds singing, listening or to the melodious sounds from springs or rivers flowing, etc. In addition, they do not have to suffer noise and air pollution as city children do. Instead, they enjoy...................... air pollution and excessive level of noise are all strangers to them. Furthermore, they also enjoy the peaceful pace of tranquil life; they hardly ever face traffic congestion and violence which city children have to deal with almost daily. are often seen in the cities are unlikely to occur in the countryside. However, it has to be admitted that parents cannot simply rely on the benefits a place offers to choose where to live just based on the benefits it offers. Actually, whether they should live in a city or the country largely depends on considerably to their careers and the financial circumstances of the family. For example, if parents are accountants, it would be hard for them to live in the countryside where they cannot find a suitable job. What is more important depends on More importantly, where they can earn a reasonable/higher income to support their living expenses also helps determine their living place. In conclusion, I am convinced (SAU NY CH JO KHUYN MNH KHNG NN

DNG CONVINCED V N KHNG CHO NGI KHC C HI TRANH LUN!) that both the major big city (TRONG MT QUYN LUYN THI IELTS, BN S THY BIG CITY C NGH SA THNH MAJOR CITY, CHC CHO C V ACADEMIC!) and the country can offer great opportunities for youngsters. If the family is living in the country, the parents should do their best so their children have chance to enjoy life in the countryside, and vice versa.

IELTS BAND 7: Some people say that education system is the only critical factor to development of a country. To what extend do you agree or disagree with this statement? BI LAM: 1. Task l g: agree or disagree v ci cu ? 2. Body: kin ca mnh l hon ton ng . Nhu vy mnh phi c cc paragraph chugn minh y nay: Noi chung, theo minh nghi mot dat nuoc goi la phat trien, no can va du co kinh te phat trien, khoa hoc ky thuat phat trien va chinh tri on dinh. Tat ca nhung cai do deu base tren giao duc ma co. Nhu vay minh co 3 paragraphs de noi ve ba y do, 3. Intro: minh se noi la minh dong y voi cau phat bieu do, va dua tren nhung (ba) bawng chung duoi day. Hay la noi ho dua tren nen tang vung chac

TM LI: tng: mt t nc pht trin th cn phi c

1. Nn kinh t giu mnh 2. Nn chnh tr n nh 3. Khoa hc k thut pht trin.

ng rng edu l quan trng c ba ci trn y, lm cho t nc p ht trin.

When it comes to discussions over the factors that lead to the development of a country, many people believe that education system plays an important role. They base their notion on a solid basis in fact. First of all, they claim that a good education system leads to a strong economy which then results in the development of the country. They often take Singapore as an example. This country does not have large land and is poor in natural resources. However, since education

became the priority of the government, this nation has observed dramatic changes in economy and become a rich and developed country. Moreover, advocates of education also consider it to be the main factor for a country to have a stable political situation which would lead to developments. They point to many western countries where the education systems are well developed. They claim that thanks to the system, citizens in these nations understand human rights, know how to fight for people so they apply democracy well. As a result, most of these nations are developed. Finally, the supporters of education claim that if a country wishes to be a develop one, it must base on a strong technological and scientific fundamental. Technology and science help to improve human beings living, to make people work more efficiently. Consequently, they have more chance to enjoy life and their quality of living is improved. These are features of a developed country. To apply science and technology in such a successful way, there is no method rather than having an advanced education system. In conclusion, I am of the opinion that education system play a vital role for a country to develop. If a country considers its education system as the most priority, then it is no doubt that the country will soon become a developed one.

BI SA: Some people say that education system is the only critical factor to development of a country. To what extend do you agree or disagree with this statement? 305 When it comes to discussions over the factors that lead to the development of a country, many people believe that the education system plays an important role. They base their notion on a solid basis in fact. First of all, proponents of education claim that a good education system leads to a strong economy which then results in the development of the country. They often take Singapore as an example. This country does not have large land and is poor in natural resources. However, since education became the priority of the government, this nation has observed dramatic changes in economy and become a rich and developed country. Moreover, advocates of education also consider it to be the main factor for a country to have a stable political situation which would lead to developments. They point to many western countries where the education systems are well developed. They claim that thanks to the system, citizens in these nations

understand human rights; they know how to fight for themselves and others, so they enjoy their stable democratic state. As a result, most of these nations are developed. Finally, the supporters of education claim that if a country is wishes to be a developed one, it must base be built on a strong technological and scientific fundamental. Technology and science help to improve human beings beings living and to make people work more efficiently. Consequently, they have more chance to enjoy life and their quality of living is improved. These are features of a developed country. To apply science and technology in such a successful way, there is no other method rather than but having an advanced education system is the prerequisite. In conclusion, I am of the opinion that the education system plays a vital role for a country to develop. If a country considers its education system as the most priority, then it is no doubt that the country will soon become a developed one.

WHETHER OR NOT MONEY CAN DETERMINE YOUR HAPPINESS? tng l: money th quan trng, l gp phn nn hnh phc, nhng money khng th determine hnh phc c. Paragraph 1. Money quan trng, l mt phn ca hnh phc Paragraph 2> nhung money khng determine hnh phc uoc Paragraph 3. c hnh phc

When it comes to discussions over the role of money in our contemporary life, there has always been an interesting debate. Obviously, no one can deny the necessarily of money in life. However, besides money, there are still many other factors needed to make humans happy. There is no doubt that money plays a vital role in life. It can be stated strongly that without money, no one can survive in modern life. It has become a median means to get access to most services. If someone does not have money, he or she will not be able to meet basic needs such as accommodation, food, etc. Furthermore, one not only needs to fulfil basic demands but also needs to entertain, to travel, and so on. People should have certain amount of money to enjoy life then to feel happiness. However, it is important to emphasize that money is not all people need to be happy. Money

can help to buy many items in life, but it cannot make one approach to many other things. Examples which can be included are health, true love, youth, respect, etc. All of these are factors that make people live happily. If there is a rich man being in hospital due to a cancerous disease, one would be able to say for sure that this man is unhappy. Apparently, money cannot determine someones happiness. In my opinion, human beings need to balance in the way we live. First, we need to limit our needs depending on our ability. By this I mean we should spend less than we are able to earn. Secondly, we should spend time wisely so we have enough time left to enjoy many aspects in life such as playing with our children, talking with our partner, caring for our parents, outing with our friends and relatives, or just listening to Mother Natures songs, etc. Finally, we need to care for our health by exercising, dieting, and so on. If all actions are taken, surely we will have more chances to enjoy a happy life. In conclusion, I am convinced that money plays an important part in life. However, to be happy people need to live wisely.

BI SA: WHETHER OR NOT MONEY CAN DETERMINE YOUR HAPPINESS?

When it comes to discussions over the role of money in our contemporary life there haS always been interesting debate. Obviously, no one can deny the necessarily vitality/necessity of money in life. However, besides money, there are still many other factors needed to make humans happy/...factors that can bring happiness to humans. Humankind human being human beings There is no doubt that money plays a vital role in life. It can be stated strongly that without money, no one can survive in modern life. It has become a median means to get access to most services. If someone does not have money, he or she will not be able to meet basic needs such as accommodation, food, etc. Furthermore, one not only needs to fulfil basic demands but also needs to entertain, to travel, and so on. People should have certain amount of money to enjoy life and then (hnh nh lun dng and then khng dng then khng th phi) to feel happiness. However, it is important to emphasize that money is not all people need to be happy. (emphasize that money is a means, not an end or ........)Money can help to buy many items in life, but it cannot make help one approach to (ch l approach something thi, khng c to)many other life values things. Examples which can be include are such as health, true love, youth, respect, etc. All of these are factors that make people live happily. If there is a rich man being in hospital is hospitalized is committed to a hospital due to a cancerous disease, one would be able to say for sure that this man is unhappy. Apparently, money cannot determine someones happiness. In my opinion, human beings need to balance in the way we live. First, depending on our ability and need, we need/have to limit our expenses needs

depending on our ability. By this I mean we should spend less than we are able to earn. Secondly, we should spend time wisely so that we have enough time left to enjoy many aspects in life such as playing with our children, talking with our partner, caring for our parents, outing with our friends and relatives, or just listening to Mother Natures songs, etc. Finally, we need to care for our health by exercising, dieting, and so on. If all those actions are taken, surely we will have more chances to enjoy a happy life. In conclusion, I am convinced that money plays an important part in life. However, to be happy, people need to live wisely. MT S CM C TH DNG
Money is a means not an end It would appear, then, that an inverted yield curve is more of a necessary condition for a recession to occur, but not a sufficient condition. ...

TRANSPORTATION

Transportation has become an important demand of a majority of people in this modern world. When moving, these people have to take a risk of being injured in a traffic accident. A number of methods have been introduced by the public to help to reduce the accident rate, one of them is to limit the age of the drivers. However, this suggestion should not be applied as one can see many evidences against it.

First of all, based on statistics, the age group who often faces traffic

accidents is the working age. Although this may be because the majority of drivers are on this group of age, it also reveals strongly that the younger drivers or aged drivers are not the cause of accidents. In Australia where people can drive when they reach the age of 18 or when they are quite old, about 80 the group of victims in traffic accident is not that 18 or 80, it is in the group of 30 to 50 as result in recent research.

Furthermore, the youngsters and the elderly often drive more carefully than others. This is because they are aware of their weak, they know that they do not have experiences or they are slow than other road users, so they focus more on the road and other drivers when they are driving, and they also obey the rules better. One can always remember the first time when they were learning driving, there was no music, no telephoning, no talking...just driving and focusing.

In conclusion, I believe that limiting the age of drivers should not be considered a way to reduce traffic accidents, not to say the best. The solution to reduce it should be for the government to educate the citizens to obey the law and to have a strong and efficient law and police force to protect its road users.
TRANSPORTATION BI SA Transportation has become an important demand of a majority of people in this modern world. When moving/For some reasons, these people have to take risk of being injured in a traffic accident/ the drivers are faced with getting involved in traffic accidents. A number of methods have been introduced by the public to help to reduce the accident rate. One of them is to limit the age of the drivers. However, this suggestion should not be applied as one can see many evidences against it. First of all, based on statistics, even though the groups who are often involved in traffic accidents belong to the working age, this does not mean their age is the main factor that leads to traffic accidents. In Australia where people can drive when they reach the age of 18 or when they are quite old, about 80 percent of the victims involved in traffic accidents are not those at the age of 18 or 80. In fact, it is

the drivers at the age of 30 to 50 who partially cause accidents, according to quite a few recent researches. Furthermore, the youngsters and the elderly often drive more carefully than others. This is because results from the fact that they are more aware of their weakness; they know that they do not have as much experience, or they are slower than other road users, so they focus more on the road than other drivers when they are driving, and they also obey the rules better. Ones can always remember the first time when they were learning driving; there was no music, no telephoning, no talking, etc., but just driving and focusing. In conclusion, I believe that limiting the age of drivers should not be considered a good way to reduce traffic accidents, not to say the best. The solution to reduce it should be for To reduce traffic accidents, the government launch educational programs to help increase the citizens awareness of traffic laws. The government should also have stricter, more efficient laws, as well as a stronger police force to protect its road users.

IELTS BAND 7 Ecological balance is impossible to archive when technological progress constantly ruins our environment. Do you agree? Mnh khng ng v tin rng techonological progress mang li nhiu li ch,v do vy n bo v environment, do th bo v ech system, to ecological balance. Mnh nng theo ci , lm kiu ngi ta a ra n hi nh th, nh th, ty nhin kin l SAI. Do vy m bi theo kiu. Li ch l bla bla. Despite ci li ny, mt s bc b li ch ca n. Tuy nhin mnh bc b h, Thn bi c hai l do: v phng din nong nghip, v phng din cng nghip Kt lun.

In contemporary society, technology has developed significantly to bring many advantages to humankind. Despite these benefits, some people criticise that its progress has destroyed the nature, making ecological balance impossible to achieve. However, this argument should be rejected as one can see it is not based on solid basic in fact.

In terms of agriculture, the objectors claim that technology ruins soil by producing many types of fertilizers. This is unjustifiable as one cannot deny that fertilizers help to make more profits from smaller land. As a result, the fact that people do not need to destroy more forests leads to more areas being preserved. Moreover, by applying advanced technologies, people can change a semi desert to a useful area to grow crops in there. It is true that technology helps to make the earth better for human beings to live on. As regards industry, it has been argued that technology destroys the environment by using too much fuel and producing too many waste products. This claim should not be accepted since using fuel and producing waste products are not faults of industry but unavoidable tendencies in modern society causing by an increasing growth of the world population. It is thanked to the advanced technologies that we can use all forms of fuel in a more effective way than it was in the past thus the environment is being protected. Furthermore, using modern technology people can recycle most of the garbage to reuse so that we are actually reducing the impacts of waste on the nature. In conclusion, I am convinced that, as many other phenomena, technological progress has its benefits and drawbacks. What is important is to improve its positive effects while reducing the negative ones. If we succeed in doing this, there would be no concerns about the imbalance of the eco system.

BI SA: Ecological balance is impossible to archive when technological progress constantly ruins our environment. Do you agree? 305 In contemporary society, technology has developed significantly to bring many advantages to humankind. Despite these benefits, some people criticise that its progress has destroyed the nature, making ecological balance impossible to achieve. However, this argument should be rejected as one can see it is not based on a solid basic basis in fact. In terms of agriculture, the objectors claim that technology ruins soil by producing many types of fertilizers. This is unjustifiable as one cannot deny that fertilizers help to make more profits/yield from smaller pieces of land. As a result, the fact that people do not need to destroy more forests leads to more areas being preserved. Moreover, by applying advanced technologies, people can change a semi desert to a useful area to grow crops in there. It is true that technology helps to make the earth better for human beings to live on. As regards As far as industry is concerned, it has been argued that technology destroys the environment by using too much fuel and producing too many waste products. This claim should not be accepted since using fuel and producing

waste products are not faults of industry but unavoidable tendencies in modern society causing caused by an increasing growth of the world population. It is thanked thanks to the advanced technologies that we can use all forms of fuel in a more effective way than it was in the past. Thus, thus the environment is being protected. Furthermore, using modern technology, people can recycle most of the garbage to reuse so that we are actually reducing the impacts of waste on the nature. In conclusion, I am convinced that, as like many other phenomena, technological progress has its benefits and drawbacks. What is important is to improve its positive effects while reducing the negative ones. If we succeed in doing this, there would be no concerns about the imbalance of the eco system.

Topic 3 IELTS BAND 7

Dieting can change a persons life for the better or ruin ones health completely. What is your opinion?
In our modern life, it is often mentioned in the media that people need to diet to achieve a healthier life. However, I am of the opinion that dieting, as many other phenomena, has its negative as well as positive effects. In terms of positive aspect, dieting can make ones life better. Dieting can help people to achieve their goals in health care. For example, it is advised by medical professionals that a low salt diet and rich in vegetables and fruits could help people live longer and healthier. Furthermore, when one has suffered from some kinds of diseases such as hypertension, hyperlipidemia a little change in their meals to reduce salt or fat intake could bring a significant improvement to their medical conditions. However, it has been admitted that unbalanced diet could ruin ones health completely. It is often revealed in newspapers that some teenagers have to be admitted to hospitals due to imbalanced diet. These youngsters have tried to diet to be slim and fit like fashion models. They did not take enough energy as well as the nutrients needed thus resulting on collapse. In addition, there have been evident form research studies that lack of some necessary proteins which are only present on certain kind of food might lead to some kinds of cancer. Thus the dieticians often recommend the public to vary their food intake. In conclusion, I believe that what is important is to apply the scientific knowledge wisely. If one judges all the information he or she has read or heard, and then apply them properly, there would be no doubt that one will live a healthier life, thus happier.

BI SA: Dieting can change a persons life for the better or ruin ones health completely. What is your opinion? In our modern life, it is often mentioned in the media that people need to diet to achieve a healthier life. However, I am of the opinion that dieting, as many other phenomena, has its negative as well as positive effects. In terms of positive aspect, dieting can make ones life better. Dieting can help people to achieve their goals in health care purposes. For example, it is advised by medical professionals that a low salt diet low in salt and rich in vegetables and fruit could help people live longer and more healthily healthier. Furthermore, when one has people suffer suffered from some kinds of diseases such as hypertension, or hyperlipidemia, a little change in their meals to reduce salt or fat intake could bring a significant improvement to their medical conditions. However, it has been admitted that unbalanced diet could ruin ones health completely. It is often revealed in newspapers that some teenagers have to be hospitalized admitted to hospitals due to their imbalanced diet. These youngsters have tried to diet to be slim and fit like fashion models. They did not take enough energy as well as the nutrients needed; thus resulting in on collapse. In addition, there have has been evidence evident form research studies that lack of some necessary proteins which are only present on certain kinds of food might lead to some kinds of cancer. Thus the dieticians often recommend the public to varying their food intake. In conclusion, I believe that it is important that we apply scientific knowledge wisely what is important is to apply the scientific knowledge wisely. If one judges all the information he or she has read or heard, and then apply them it properly, there would be no doubt that one will live a healthier life, thus becoming happier.

TASK: Particular cultures are under threat nowadays due to the fact that we are living in a global village. What do you think can be done to protect a societys traditional values and culture? KHNG NH U

Globalisation has been recognised as an unavoidable tendency for nations all over the world. Living in that global village, many particular cultures are in danger of being lost. To protect them from disappearing, several measures have been suggested. First of all, education should be considered as an important solution to preserve cultural diversity. This can be done by teaching people, especially the young, the value of their own culture. For example, history of the country could be introduced to them in an interesting way. This makes them aware of the hardship that their ancestors faced when setting up and

protecting the country. As a result, the youngsters who feel proud about their country and their history will desire to protect them. By doing this, the traditional value and culture will be saved. Another measure to protect traditional value and culture is to secure the language. If people are made to be able to use their particular language when still being able to use the common language in everyday life, they will appreciate their own culture more. The result of this is that many cultural values can passed from generations to generations. This can be done by encouraging activities such as language festivals, competitions in which the traditional language is used. Finally, cultural activities should be encouraged by the government. It is for the authority to make more public holidays to celebrate cultural events. These events might be considered as chances for the citizens to visit families, friends, and relatives or to travel, etc. By enjoying such activities, it would be easier for people to remember and value traditional customs thus protecting them. In conclusion, I am of the opinion that to protect particular culture values, it is the responsibility of the government to make people realise of them, then to have chances to enjoy all the benefits that these values bring to their lives. BI SA: Particular cultures are under threat nowadays due to the fact that we are living in a global village. What do you think can be done to protect a societys traditional values and culture?

Globalisation has been recognised as an unavoidable tendency for nations all over the world. Living in that such a global village, many particular cultures are in danger of being lost. To protect them from disappearing, several measures have been suggested. First of all, education should be considered as an important solution to preserving preserve cultural diversity. This can be done by teaching people, especially the young, the value of their own culture. For example, the history of the country could be introduced to them in an interesting way such as ........... This makes them aware of the hardship that their ancestors faced when setting up and protecting the country. As a result, the youngsters who feel proud about of their country and their history will desire to protect them. By doing this, the traditional value and culture will be saved. Another measure to protect traditional values and culture is to secure the language. If people are made to be able to use their particular language when still being able to use the common language in everyday life, they will appreciate their

own culture more. The result of this is that many cultural values can passed from generations to generations. This can be done by encouraging activities such as language festivals, competitions in which the traditional language is used. Finally, cultural activities should be encouraged by the government. It is

essentials that for the authority to need to make more public holidays to celebrate cultural events. These events might be considered as chances for the citizens to visit families, friends, and relatives or to travel, etc. By enjoying such activities, it would be easier for people to remember and value traditional customs; thus protecting them. In conclusion, I am of the opinion that if culture values are to be protected, to protect particular culture values, it is the responsibility of the government to make people realise their own cultural values of them, and then have chances to enjoy all the benefits that these values bring to their lives.

TOPIC 4 IELTS BAND 7 : Finance education should be considered a mandatory component at the school programme. To what extend do you agree or disagree with this statement? Khong tm uwocj bi sa ca cc thy!

When it comes to discussions whether children at schools should be educated about finance or not, many people believe that they should not learn about money and all related issues. However, many others, myself included, are convinced that school curriculums should include financial lessons as there are several important reasons to do so. First of all, schools are ideal places for children to learn about the value of money. It should be emphasize to them that money is a necessary not a sufficient condition for people to be happy. To learn that, schools are the best place because the programme could bring them broad views from professionals such as businessmen, psychologists, bosses from financial institutions, etc. If children do not have a chance to learn at school, their only teachers might be just their parents who may have a narrow or wrong points of view which will lead to bad effects on children. In addition, children should be taught about the way money runs in our modern society. This is quite complicated in the contemporary life with lots of ideas needed to be dealt with. They also need to learn about how banks, which are the centres of financial activities, work. It is obvious that just at schools with teachers and materials which are published by experts in

the field, students could be able to learn properly about all aspects of the issue. Finally, investment in finance which has been considered as an interesting subject for the public recently should be introduced at schools, especially at secondary schools. People do not have to be professionals in the field to learn this; they might be doctors, nurses, and teachers and so on. They should have chances to study this when they are young, so the best place can be seen for this activity to take place is secondary school. In conclusion, I believe that money issues should be taught to children depending on their ages. The more knowledge they have, the better they will do when handling financial problems. This would lead to happier generations and stronger and more stable societies.

Today the high sales of popular consumer goods reflect the power of advertising and not the real needs of the society in which they are sold. To what extend (extent J) do you agree or disagree?

In our contemporary life, many opponents to the (of the) advertising industry blame that it has created the increasing sales of products rather than serving for the needs of consumers. Although this may be true in some extend to some extent, one should consider all aspects of the issue to recognise that advertising has its own benefits and drawbacks to society. Regarding the adverse effects of advertisements, there is no doubt that it has been creating a consumers society. Mobile phones could be served as an example ( could be used or could serve). The primary aim of them is for people to communicate on the move so it should be fine if one can keep in touch with other in emergency cases. However, mobile phones have added so many other functions and the adverts make people believe that they need that kind of mobile phones. Consequently, these people keep changing their phones due to advertising rather than their actual needs. However, it has to be admitted that advertisements bring a lot of benefits to members of society, serving for their needs. No one can deny that when we need some information about a product, one of the reliable sources to obtain that information is the advertisements. Through them people can learn about the functions, advantages and disadvantages of an item. In addition, products from various companies can be compared to find out what is the most suitable for ones requirements. From this fact, it is impossible to deny that the power of advertising has been serving for individuals of the community. In conclusion, I believe that although advertising affects sales in positive ways for producers, it also serves for the benefits of consumers. If all customers were aware of their real needs and chose a product based on the real function if offers, then there would be no opponents of the advertising industry.

TASK 2 CAMBRIDGE IELTS 4 TEST 2 (Bi ny thy Nick chm cho 7 km sa li) When it comes to discussion over the issue whether the arts people should be allowed to

create anything they like in any way they love, or there should be some censorship on what they do, there has been always an ongoing debate. Many people, myself included, are of the opinion that the artists should be able to do everything, however, their audiences should be selected. On one hand, the artists should have the basic rights of creative people. They should be able to record their ideas in any way they love. The reason they should be given the freedom is creativity itself. If there is no freedom, there would be no creativity because people are instructed to do produce/create their arts in a controlled way. This leads to the other aspect of art, that is the reflection of reality. The value of all kind of arts kinds of art should be to reflect the ongoind life. If people are not allowed freedom to do art worksurely the reality is not recorded would not be recorded so their work would not have any value. Furthermore, reativity artists are often far ahead other often far ahead of others in society in terms of awaring issues awareness of issues which are occurring. So if they are controlled, it is obvious that less valuable events are recognised in time. On the contrary, it has to be admitted that sometimes art work should be censored. The art work sometimes conveys so much many sexual scenes or ideas that it should be controlled to protect people especially the young. The other reason is that products which are accepted in on culture are not considered suitable for other culture cultures. As a consequence, to protect he nations culture values,, the government should censor these products. In conclusion, I am of the opinion that artists should be given freedom to work, however, their audiences should be selected by the government on benefits of the nation and its citizens. In some countries young people are encouraged to work or travel for a year between finishing high school and starting university studies. Discuss the advantages and disadvantages for young people who decide to do this. (Thy Nick chm i ny cho 7.5) In the comtemporary life, in some countries, especially Western ones, there has been a trend for school leavers to work or travel for a year prior to university study. Although this trend obviously brings some advantages for young people, it can not be denied that there are also some negative effects on their lives. One of the benefits of working or travelling for a year before continuing to study is that it offers school leavers a chance to choose a career which is the most suitable for them. For example, a young person who intends to work as an accountant may find a job as an office assistant. After some months of working, he or she may realise that the atmosphere there is so too boring to be able to stay there for whole day, whole life. As a result of this, he or she may quit the job easily without regreting withtout the regret of 4 years studying at university. In addition, a year off before studying hard at tertiary schools brings a youngster an opportunity to enjoy life. They may go to another country for a long vacation without worrying about assignments and exams. (2 advantages) However, it has to be admitted that travelling or working for a year before professional training may destroy someones future. The reason is that sometimes people can earn

quite well doing some casual jobs. As a consequence, they wonder why they have to spend time working hard at university then just to earn money like they already do. Thinking that way, they just look for a short term bfuture, disregarding the fact that they would earn more and more stably having a profession. When time has passed, they would be aware of this, however, it would be late to go back to university. Furthermore, it is believed by many researchers that studying should be done in a continual manner to achieve the best results. (2 disadvantages) In conclusion, I believe that any phenomenon has two aspects and a year off prior to university studying is no exception. However, if the school leavers take a year to gain experience in the field they want to work as a profession work in as a profession, it will bring them more benefits than drawbacks. The position of women in society has changed markly markedly in the last twenty years. Many of the problems young people now experience, such as juvenile delinquency, arise from the fact that many married women now work and are not at home to care for their children. To what extent do you agree or disagree with this option? (Bi ny c ch Jo sa dm) In the last twenty years, the role of women in society has changed remarkedly. Many people claim that these changes lead to the increase of juvenile related problems. However, in my opinion, the fact that married women need to go out to work does not associate with these problems. First of all, the criminology statistics often shows taht the majority of juvenile criminals are often found in the group of young people who have grown up in families with problems shuch as jobless, drug addiction, violence etc. There has been no link found between youth criminals and working mothers. In the Australian, it was reported about a couple months ago that 80% of young delinquents were from families with domestic problems and their mothers or parents did not work and they lived on unemployment benefits. (khong co viec nay, minh bia ra day )it is clear that there is no solid basis in fact of the opinion that mothers who work will result in their childrens delingquency. Instead of that, it is believed that a family with both working parents will have more opportunities for their children to be good citizens. Firstly, with two incomes, the familys life would be easier in this demanding world, and more secure. Secondly, mothers who work often play as good models for their children. Secondly, mothers who work are often good role models for their children. The children would realise how hard their parents , especially their mothers have to face in everyday life how hard their parents work , especially their mothers in everyday life, and they would desire to try their best at school and in their behaviours to please them. Moreover, mothers who have stable jobs often are well educated and try to keep pace with modern life, thus it would be easier for them to discuss many issues with their children and teach them as well. Growing up in the this environment with all of these advantages, it is sure hat the children would be deterred well from any juvenile delinquency to and become good citizens. In conclusion, I believe that mothers who work would bring many benefits to their families

as well as their children. The only issue needed to be concerned about is that they should balance between working and family commitments o make sure that they still have time to share with their childrenplay with them, read to them, listen to them and involve fully into their lives and be involved fully in their lives.

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